The Routledge International Handbook of Educational by Christopher Chapman, Daniel Muijs, David Reynolds, Pam

By Christopher Chapman, Daniel Muijs, David Reynolds, Pam Sammons, Charles Teddlie

The International instruction manual of academic Effectiveness and development draws jointly prime lecturers and researchers within the box to mirror at the historical past, traditions and the latest advancements during this dynamic and influential box. This instruction manual offers a entire evaluation of:

  • the foundations of the sector
  • the evolution of academic effectiveness conception and methodology
  • the hyperlinks with different examine disciplines
  • the hyperlinks between policy and perform.

In end, the guide units out a brand new schedule for destiny academic effectiveness research.

This instruction manual is a vital source for these attracted to the effectiveness of academic platforms, companies and study rooms. It bargains lecturers, researchers, scholars and policy-makers new insights into the most recent considering and facts approximately academic effectiveness.

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Extra resources for The Routledge International Handbook of Educational Effectiveness and Improvement: Research, policy, and practice

Example text

The international opportunities for networking and for joint research in multiple countries, and the powerful effects of different research and country traditions in EEI that were offering new learning opportunities, choices, and possibilities, meant that the field developed rapidly. Also, after calls for a merger of SE and SI concerns (for example, Reynolds, Hopkins, & Stoll, 1993), many SE researchers became more comfortable with SI’s qualitative methodology, its commitment to more ‘cultural’ views of school processes rather than the reified formal organisational factors that had been the SE commitment, and its commitment to the importance of seeing teachers as something other than mere ‘empirical/rational’ educational actors.

And some of the enhanced attention being given to networks – of the linking of both schools, to potentiate learning (Muijs, 2010), and individuals, to develop professionally – shows an interaction with the discipline of human relations. We move now from our attained characteristics, to our ‘needed characteristics’. In these attained characteristics, we have seen considerable progress being made within the EEI field. , 2014; Scheerens, 2014; Townsend, 2007a, 2007b) that already within the EEI community there is acknowledgement that the discipline needs additional work to flesh out the characteristics of effective practices, and the understanding of how to create these practices, in certain key areas.

Some fifteen years have passed since that book was published. It included some 1,200 references in its bibliography; the fields of effectiveness and improvement today could easily draw on more than this number. Simply put, the original handbook has become out of date. Whole new areas – the interface between effectiveness, improvement, and educational policies more generally is an example – grew up to which no chapter had been dedicated. The chapter on ‘international school effectiveness’ was sketchy, reflecting a field in which cross-cultural international work was embryonic.

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